Describes the teacher, classroom, and curriculum of the Consortium Calculus based at the Harvard Project, which offers students, especially women, an opportunity to explore the power of calculus in an encouraging environment. (18 references) (MKR)

Presented is a description of how the NCTM Standard, "Mathematics as Communication," can be addressed using a learn-to-write strategy. Responses are suggested to the questions of why writing about mathematics can improve learning and how this approach can be implemented in the classroom. (MDH)

Data from students in grades 8-10 in suburban schools were presented to show that errors in formulating algebraic equations are not primarily the result of syntactic translation, as has been assumed in the literature. A theory of cognitive models is offered as an explanation for the errors. (Contains 37 references.) (MLN)

Describes the effect, method, and mathematics of the following magic tricks which can be used in introducing mathematics lessons: the Ninth Card, Fibonacci Revealed, the Case of the Missing Area, I've Got Your Numbers, and the Card That Turns Inside Out. (MKR)

Uses a graphing calculator to show examples of misrepresentations of periodic functions to help increase student interest and explore mathematical relationships. (MKR)

Discusses ways to present mathematics concepts dealing with the ellipse to high school students, particularly by using a graphing calculator. Real-world occurrences of ellipses are considered, and a one-page student worksheet on constructing an ellipse is included. (LRW)

Demonstrates how fictitious anecdotes, especially humorous ones, can be used to teach statistical concepts effectively and to dispel some common misconceptions in statistics. (ASK)

Presents an activity that uses graphing calculators to duplicate the curves generated by a Spirograph, a design-generating drawing toy. (ASK)

Explores a birthday-related problem that asks about the probability of having people with the same birthday in a room. Utilizes spreadsheets to work on the problem and discusses related teaching issues. Contains 20 references. (ASK)

To introduce students to the concept of proving a theorem, a simple deductive system is necessary where the rules are few and can be understood quickly. Presents games with this aim in mind. (ASK)

Explores how students interpret algebraic notation and what teachers can do to support appropriate interpretations. Presents two research-based strategies and concludes that in the face of reform and technological advances, finding a definition for symbol sense takes on added significance. Contains 22 references. (ASK)

Presents a method for introducing students to broken-line functions with unbroken domains. Concludes that a unit on broken-line functions should enhance students' understanding of the function concept. (ASK)

Offers a real problem for students with younger siblings that uses a board game and illustrates the use of modeling and simulation. (ASK)

Describes teacher and student experiences in a college algebra course at a high school when assessment practices changed. (ASK)

Explores the nonsymmetric relationship between percent of increase and percent of decrease. This deeper look at a common mathematical concept has uncovered rich structural relationships between topics that are often isolated in the curriculum. (Author/ASK)